Virtual Interprofessional Education: Team Collaboration in Discharge Planning Simulation

Leslie M Smith; Julie Jacob; Nicholas Prush; Sheryl Groden; Elizabeth Yost; Stephanie Gilkey; Carman Turkelson; Megan Keiser

doi:10.1097/NCM.0000000000000717

Virtual Interprofessional Education: Team Collaboration in Discharge Planning Simulation

Prof Case Manag. 2024 Mar 1. doi: 10.1097/NCM.0000000000000717. Online ahead of print.

Authors

Leslie M Smith^{1

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8}, Stephanie Gilkey^{1

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8}, Carman Turkelson^{1

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8}, Megan Keiser^{1

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Affiliations

¹ Leslie M. Smith, DPT, PT, is Clinical Associate Professor at UM-Flint, Board-Certified in Cardiovascular and Pulmonary PT and Wound Management, dedicated to interprofessional education for 10 years, completed IPE Fellowship in 2017, and elected to National Academies of Practice (NAP) in 2022. Dr. Smith can be contacted by email at llacy@umich.edu.
² Julie Jacob, DHSc, MSOT, OTRL, is Clinical Assistant Professor and Interim Program Director for UM-Flint Occupational Therapy and has 14 years of clinical and 10 years of higher education experience-Academic Fieldwork Coordinator for 9 years, committed to interprofessional education, research in telehealth, and occupational justice. Dr. Jacobs can be reached at jjjacob@umich.edu.
³ Nicholas Prush, PhD, MHA, RRT, RRT-ACCS, is Program Director and Clinical Assistant Professor in Respiratory Therapy at UM-Flint; expertise in reducing 30-day hospital readmission penalties, chronic pulmonary diseases, and interprofessional education; active in IPE interactions; and President of the Michigan Society for Respiratory Care. Dr Prush can be contacted via email at naprush@umich.edu.
⁴ Sheryl Groden, PhD, LMSW, is Assistant Professor in Social Work and Co-Director of the Center on Aging at UM-Flint; clinical experience as a geriatric and medical social worker in hospital discharge planning, community-based case management, and program development; expertise in qualitative research, and clinical supervision; and strong connections and knowledge of community work. Dr. Groden can be reached at grodensh@umich.edu.
⁵ Elizabeth Yost, OTD, OTRL, is Clinical Assistant Professor at UM-Flint, occupational therapist with 10 years of clinical experience; doctorate from the University of Illinois at Chicago; and passionate about active, experiential learning for health care students. Research interests include knowledge translation, interprofessional education, and intergenerational learning. She can be contacted at elizarob@umich.edu.
⁶ Stephanie Gilkey, EdD, MS, PA-C, DFAAPA, is Associate Professor in Physician Assistant Department at UM-Flint; specializes in interprofessional education and service learning; licensed and certified physician assistant since 1996; and expertise in curriculum design, assessment, and program accreditation. Dr. Gilkey can be reached at sjgilkey@umich.edu.
⁷ Carman Turkelson, DNP, MSN, RN, CCRN-K, CHSE-A, is a nurse for over 30 years, specializes in critical care interprofessional and simulation-based education (SBE). Recently achieved the Certified Healthcare Simulation Educators-Advanced (CHSE-A) certification further demonstrating her commitment to high-quality SBE. Research explores the use of simulation, aspects of learning, interprofessional teamwork and communication, and patient safety. Dr Turkelson can be reached at carmant@umich.edu.
⁸ Megan Keiser, DNP, RN, CNRN, SCRN, CHSE, ACNS-BC, NP-C, is experienced in interprofessional education, focusing on simulation in advanced practice nursing-committed to enhancing patient outcomes through research in academic, acute care, and community settings. Reach Dr. Keiser at keiserm@umich.edu.

PMID: 38421733
DOI: 10.1097/NCM.0000000000000717

Abstract

Purpose of study: This study assessed the effectiveness of a virtual interprofessional education (IPE) discharge planning simulation, focusing on collaborative patient education, and recommendations for hospital discharge.

Primary practice setting: An acute care hospital.

Methodology and sample: The study utilized a virtual IPE discharge planning simulation for health care students from six different programs. The simulation involved prebriefing, icebreaker, team meeting, patient interaction, and debriefing. Assessment included pre- and post-IPE surveys that included the Interprofessional Education Collaborative (IPEC) Competency Self-Assessment Tool, and video analysis using the Modified McMaster-Ottawa Rating Scale.

Results: Student participants from diverse health care programs (n =143) included nursing (n = 20), occupational therapy (n = 21), physical therapy (n = 42), physician assistant (n = 38), respiratory therapy (n = 3), and social work (n = 19). All programs except respiratory therapy showed significant improvement in IPEC Competency scores post-IPE, with positive outcomes for understanding other professions' roles. Students' self-reported perceptions of team performance were rated highly in various categories. Video analysis demonstrated strong interrater reliability for team scores.

Implications for case management practice: Effective hospital discharge planning is vital for cost reduction and patient care improvement. IPE emphasizes collaborative learning among health care students. Previous studies highlight positive outcomes from IPE discharge planning, including virtual formats. This virtual IPE discharge planning simulation significantly improved students' understanding and collaboration competencies, evident in increased IPEC scores across five professions.